Mood, Physical, and Mental Load in Spanish Teachers of Urban School: The Role of Intensive or Split Shift

Autor/inn/en	Vilella, Salvador Boix; Zarceño, Eva León; Serrano Rosa, Miguel Ángel
Titel	Mood, Physical, and Mental Load in Spanish Teachers of Urban School: The Role of Intensive or Split Shift
Quelle	In: Education and Urban Society, 52 (2020) 5, S.759-773 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vilella, Salvador Boix)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124519884065
Schlagwörter	Foreign Countries; Teacher Burnout; Teaching Conditions; Job Satisfaction; Teacher Participation; Emotional Response; Fatigue (Biology); School Schedules; Early Childhood Teachers; Elementary School Teachers; Work Environment; Teacher Supervision; Compensation (Remuneration); Physical Health; Mental Health; Teacher Characteristics; Spain + Suchen Sie Ihr Suchwort? Ausland; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrbedingungen; Unterrichtsbedingungen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Emotionales Verhalten; Fatigue; Ermüdung; Schulzeiteinteilung; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrende; Elementary school; Grundschule; Volksschule; Arbeitsmilieu; Abfindung; Kompensation; Lohnausgleich; Gesundheitszustand; Psychohygiene; Spanien
Abstract	Psychosocial risk factors threaten the health of teachers, who are considered to be a group at high risk of suffering burnout syndrome. The objective of this study is to measure the levels of work satisfaction, burnout, engagement, emotional stability, fatigue, and mood of teachers, depending on their workday: intensive or split shift. A nonexperimental, descriptive-comparative research design is proposed for this study. A follow-up questionnaire has been developed to assess a teacher's levels of physical fatigue, mental fatigue, and mood at the beginning and end of the 9 days of work analyzed. The study sample consisted of 125 teachers (102 women and 23 men) with a mean age of 38.67 years (SD = 9.51) and 10.02 years of experience in teaching. The results show that the group of teachers working the traditional morning and afternoon shift present greater levels of physical and mental fatigue, worse mood, and less job satisfaction with supervision. However, there were no significant differences in levels of emotional stability, burnout, and engagement between the two groups of teachers. In short, it can be considered that the single morning shift generates higher levels of health among teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01